
Title 



Class ,^ s5_54::.. 
Book .!lMJu^51.. 



nr3 



fniprint 



University ol the State of New York Bulletin 

Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under 
the act of August 34, 1912 

Published fortnightly 



No. 543 



ALBANY, N. Y. 



May 15, 1913 



Division of Vocational Schools 

SCHOOLS OF AGRICULTURE, MECHANIC ARTS 
AND HOMEMAKING 

PREPARED BY 
LAYTON S. HAWKINS 
Specialist in Agricultural Education 



PACE 

Purpose of bulletin 3 

Schools of agriculture a part of 

the public school system 3 

Qualifications of teachers 4 

Rooms and equipment 5 

Advisory board 6 

Types of schools of agriculture, 

mechanic arts and homemaking 6 

Courses of study 7 

Home project work in agricul- 
ture II 



PACE 

High school agriculture (dia- 
gram) 14 

Special pupils and short courses. 16 

Summer work of teacher of 
agriculture 16 

Procedure in organizing schools 
of agriculture, mechanic arts 
and homemaking 17 

Reference books 19 



ALBANY 

UNIVERSITY OF THE STATE OF NEW YORK 
1913 



Tl4r.Jli3-30OO (7-7579) 



Monopiniph 



UNIVERSITY OF THE STATE OF NEW YORK 

Regents of the University 

With years when terms expire 

CSeptember i, 1913} 

1917 St Clair McKelway M.A. LL.D. D.C.L. L.H.D. 

Chancellor Brooklyn 

1914 Pliny T. Sexton LL.B. LL.D. Vice Chancellor Palmyra 

1915 AlbertVanderVeerM.D. M.A. Ph.D. LL.D. Albany 

1922 Chester S. Lord M.A. LL.D. ----- New York 

1918 William Nottingham M.A. Ph.D. LL.D. - -Syracuse 
1921 Francis M. Carpenter ------- Mount Kisco 

1923 Abram L Elkus LL.B. D.C.L. ----- New York 

1916 Lucius N. Littauer B.A. ------ Gloversville 

1924 Adelbert Moot --------- Buffalo 

1925 CharlesB. Alexander M.A. LL.B. LL.D. Lit. D. Tuxedo 

19 19 John Moore ---------- Elmira 

1920 Andrew J. Shipman M.A. LL.B. LL.D. - - New York 

President of the University 
and Commissioner of Education 

John Huston Finley M.A. LL.D. 

Assistant Commissioners 

Augustus S. Downing M.A. L.H.D. LL.D. For Higher Education 
Charles F. Wheelock B.S. LL.D. For Secondary Education 
Thomas E. Finegan M.A. Pd.D. LL.D. For Elementary Education 

Director of State Library 

James L Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. D.Sc. LL.D. 

Chiefs of Divisions 

Administration, George M. Wiley M.A. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S. 

Examinations, Harlan H. Horner B.A. 

History, James A, Holden B.A. 

Inspections, Frank H. Woou M.A. 

Law, Frank B. Gilbert B.A. 

Library School, Frank K. Walter M.A. M.L.S. 

Public Records, Thomas C. Quinn 

School Libraries, Sherman Williams Pd.D. 

Statistics, Hiram C. Case 

Visual Instruction, Alfred W. Abrams Ph.B. 

Vocational Schools, Arthur D. Dean D.Sc. 



s^|A^.^^ 



University of tlie State ol New Yorli Bulletin 

ter August 2, 1913, at the Post O 
the act of August 24, 1912 

Published fortnightly 



^ 



Entered as second-class matter August 2, 1913, at the Post Office at Albany, K. Y., under 
the act of August 24, 1912 



No. 543 ALBANY, N. Y. May 15, 1913 

'SCHOOLS OF AGRICULTURE, MECHANIC ARTS 
' AND HOMEMAKING 

PURPOSE OF THIS BULLETIN 

This bulletin is intended to supplement Bulletin 542, entitled 
Vocational Schools, in which are discussed the fundamental 
principles of state-aided vocational education and plans for the 
organization and conduct of schools giving such instruction. As the 
study of agricultural subjects in our public schools has been amply 
justified by experience in this and other states, there is no necessity 
of including herein arguments concerning the value of such instruc- 
tion. This bulletin furnishes information which will assist local 
authorities in establishing and maintaining schools of agriculture, 
mechanic arts and homemaking in accordance with the Education 
Law and the rules and regulations of the Commissioner of 
Education. 

SCHOOLS OF AGRICULTURE A PART OF THE PUBLIC 
SCHOOL SYSTEM 

The study of agriculture in the public schools should mean some- 
thing more than an inducement to keep boys on the farm or children 
in school. It suggests a plan of education which includes something 
more than schoolroom information. It is based on a recognition of 
the dignity of labor and the necessity for practical information, ex- 
perience and industry in the attainment of a well-rounded education. 
It means an education not only along lines of general information 
and individual development but also in the direction of social 
efficiency. 

In few kinds of work has there been greater progress during the 
past twenty years than in the science of agriculture. Improved 
methods of tillage, breeding, feeding, management etc. have made 
modern farming a complex as well as a profitable business. The 
successful farmer today must be as well prepared for his business 
as is a successful doctor or lawyer. 



4 UNIVERSITY OF THE STATE OF NEW YORK 

The interests of economy demand that the functions of established 
educational centers should not be duplicated, but that such centers 
should be utilized. If boys could be taught on the farm all that it is 
necessary for a successful farmer to know about agriculture, it 
would be a waste of time to duplicate this work in school. But 
since this can not be done, or at least is not, the school of the 
neighborhood should supply what is lacking. The school should, 
however, in the interests of education as well as of economy, make 
wise use of the educational opportunities of the farm. 

.Schools of agriculture, mechanic arts and honiemaking are so 
organized that they fit into the existing school system and at the 
same time make use of ,home opportunities for education. These 
schools are not special schools in any sense other than that they 
have an especially definite purpose and a course of study suited to 
this purpose. They are to be considered as a regular part of the 
public school system and subject to the same management. 

QUALIFICATIONS OF TEACHERS 

Only teachers who are specially prepared for such work can be 
licensed to give instruction in vocational' subjects. 

It is expected that boards of education will carefully consider the 
qualifications of a candidate before offering a contract. Since the 
State pays two-thirds of the salary of the first teacher and one- 
third of the salary of each additional teacher of vocational subjects, 
it is incumbent upon the State educational authorities to insist that 
only the best available teachers be engaged. It is especially desir- 
able that the same teacher be retained for several years as the expe- 
rience gained each year, the knowledge of community conditions, 
and the touch with the home projects make the work increasingly 
effective. If teachers change frequently it is hardly possible to 
make the most of this work. The following points concerning 
teachers of agriculture should be kept in mind: 

1 All teachers are expected to have a good general education, 
at least the equivalent of high school graduation. 

2 A teacher of agriculture in a secondary school is not to be a 
specialist in one or two agricultural subjects but should have a 
good general knowledge of the entire field, including soils, animal 
husbandry, dairy husbandry, poultry husbandry, farm crops, fruit 
growing, plant diseases, farm machinery, etc. 

3 A teacher of agriculture should have some knowledge of the 
science and art of teaching, gained either through special study or 

OCT 1; '^ 



SCHOOLS OF AGRICULTURE 5 

from teaching experience. A thorough knowledge of agriculture 
may be of little use unless the teacher has also some knowledge 
of how to direct the activities of pupils. 

4 A teacher of agriculture should understand the intent of voca- 
tional agriculture, should be familiar with the farm home and 
should understand the problem of connecting the school work and 
the home activities of the pupils. 

5 A teacher of agriculture should be thoroughly conversant with 
farm life, either through his home life or extended experience 
working on a farm. This experience has great bearing also on the 
foregoing qualifications. 

6 A teacher of agriculture should have some knowledge of 
mechanical drawing, woodworking and elementary blacksmithing. 

ROOMS AND EQUIPMENT 

The rooms and equipment provided for the departments of agri- 
culture and homemaking should be as modern and convenient as 
for any other part of the school. Rooms are not to be used for this 
work unless they are well heated, lighted, ventilated, and perfectly 
sanitary. 

Provision should be made for the following divisions of the work 
in agriculture : 

1 Shop. The shop should be so located that the noise will not 
interfere with other work of the school. This will usually be in 
the basement or in a separate building. It is not necessary to make 
provision for more than fifteen pupils as this is all one teacher 
can manage in a single division. 

The list of minimum equipment for ten pupils will be found on 
pages 26 and 27 of Education Department Bulletin 500. 

2 Laboratory. It is advisable that each school of agriculture 
should have one laboratory which may be used exclusively by pupils 
in agriculture classes. If possible, this room should have a southern 
or eastern exposure and should be provided with gas and running 
water. There should be flat-topped tables of writing desk height 
with surface enough to aiTord five square feet to each pupil. Wall 
cases should be provided for apparatus. 

It is not necessary at the beginning to provide apparatus for the 
full course. Enough to carry on the current year's work is suffi- 
cient and preparation should be made for this. Provision should 
be made for a reasonable annual addition to the equipment as the 
work develops. The special teacher and the principal should be 



O UNIVERSITY OF THE STATE OF NEW YORK 

qualified to advise concerning the kind and amount needed. The 
tools and implements regularly used in agriculture are recommended 
for school use and illustration. They will be of material aid in 
convincing patrons that these courses are designed to be practical 
and efficient. Some of the apparatus needed can be designed and 
made by the pupils themselves. An appropriation of from three 
to five hundred dollars has been found sufficient in many cases for 
the equipment and apparatus necessary the first year. The amount 
depends somewhat upon the laboratory facilities and the equipment 
already in the school. 

It is advisable to have a small laboratory which can be used 
exclusively for the work in dairying. 

3 Recitation room. The recitation room may be any room 
ordinarily used for such purpose. It is advisable, however, when 
possible either to have the recitation room near the laboratory or to 
have the laboratory large enough to serve also as a recitation room. 

ADVISORY BOARD 

While the law does not require advisory boards in connection 
with the organization and management of schools of agriculture, 
mechanic arts and homemaking, it is necessary that the functions 
of such a board be performed. Unless local school authorities can 
give the advice and technical aid necessary in organizing the school 
and have the expert knowledge necessary to determine the voca- 
tional efficiency of this instruction, a separate advisory board should 
be appointed by them. The membership of this board need not 
be fixed in number, but it should include men who are cooperating 
with the school by contributing material, giving demonstrations 
and lectures, carrying on experiments or in any other manner 
directly promoting the interests of the school. 

TYPES OF SCHOOLS OF AGRICULTURE, MECHANIC 
ARTS AND HOMEMAKING 

Two general types of agricultural schools are recognized by the 
Department. 

I Intermediate schools of agriculture, mechanic arts and 
homemaking. These are small schools of distinctly rural type offer- 
ing four years of vocational work based upon six years of elementary 
school work. This type of school is not to be maintained in con- 
nection with any other secondary school course or department. 
These schools are planned for districts which do not at present 



SCHOOLS OF AGRICULTURE 7 

maintain an academic department. Districts now maintaining an 
academic department of junior or middle grade may reorganize and 
establish an intermediate school. The course is so organized that 
pupils who are graduated from the intermediate school may prepare 
for agricultural courses in college by two years of additional work 
in an approved high school. 

In addition to the elementary teaching staff there should be three 
vocational teachers: (i) a principal qualified to teach agriculture; 
(2) a woman qualified to teach homemaking subjects; (3) a teacher 
qualified to teach the English, history etc. Each of these teachers 
should hold a special vocational certificate for the particular work 
in which he or she is engaged. 

2 High schools of agriculture, mechanic arts and homemak- 
ing. These are vocational departments of high schools located 
in villages and rural communities. Pupils in these departments recite 
English, history etc. in common with pupils in other departments 
of the school. It is therefore assumed that the principal of the 
school is also principal of the school of agriculture, mechanic arts 
and homemaking. Ofiicial communication should come from and 
be directed to him. 

In case a qualified teacher of agriculture is serving as principal, 
he may be considered as the first teacher of agriculture under the 
following conditions, namely, that (a) all his teaching is of voca- 
tional subjects; (b) he teaches at least fifteen hours each week, 
each double laboratory period counting as one hour; (c) an assist- 
ant is provided. 

Cities and large villages may, under the law, establish and main- 
tain schools or departments of agriculture but should be careful to 
keep the work strictly vocational. 

COURSES OF STUDY 

The classroom and laboratory instruction in these schools and 
departments is to be based upon the practical experience gained on 
the farm, at home, or elsewhere. It is therefore impossible to pre- 
scribe courses of study or to prepare adequate outlines for par- 
ticular svibjects. This does not mean that the course of study is 
to be changed to suit the whims of pupils who do not know exactly 
what they want or need. A definite course of study should be 
formulated at the beginning and followed until there is urgent need 
for a changfe. A well-balanced general knowledge of the whole 



5 UNIVERSITY OF THE STATE OF NEW YORK 

field of agricultural science and practice shovild be represented in 
the course. 

The following courses are not prescribed but it is expected that 
any school desiring to make any change will secure the approval 
of the Commissioner of Education before doing so. Other 
subjects may, after approval, be substituted for those indicated 
below. It is expected that the arrangement of subjects and the 
content of those subjects will be suited to the community in which 
the school is located. 



A SUGGESTED COURSE IN AGRICULTURE FOR INTERMEDIATE SCHOOLS 

OF AGRICULTURE 



Hours a 
week 



First year 

[Seienth school yta ] 

English 5 

Arithmetic 5 

American history 2 

Mechanical drawing and 

shop work 3 

Commercial and industrial 

geography 5 

General as^riculture ^ 



Second year 



Hours a 
week 



English 5 

Mathematics 5 

American history 3 

Mechanical drawing and 

shop work 5 

Plant husbandry (Growing 
clubs in the line of home 
projects with plants) .... 5 



23 



23 



Third year 

English 3 

Mathematics including book- 
keeping 5 

Biology 5 

Soils and fertilizers 5 



Fourth year 

English 3 

Agricultural physics and 
agricultural chemistry. . . 5 

Animal husbandr}^ and 
dairying 5 

Special agriculture to suit 
local conditions 

Fruit growing "j 

Grape culture | 

Market gardening .... 1 ^ 
Poultry etc j 

18 



SCHOOLS OF AGRICULTURE 9 

A SUGGESTED COURSE IN HOMEMAKING FOR INTERMEDIATE SCHOOLS 

OF AGRICULTURE 

First year ^week^ Second year ^°^^^^ 

[Sei'enth school year] T^tlP'lish C 

English 5 ^ ^ ^, " ; ^ 

. .fi ,• Mathematics S 

Arithmetic K . . ,. ^ 

. . , . ^ American history t, 

American history 2_^. , -^ . ^ 

r- . 1 J • 1 ^ • 1 Design and representation. . 4 

Commercial and industrial „ . 

1 bewing S 

geography 5 ° 1 

Cooking 5 ■^^ 

22 

Third year Fourth year 

English 3 English 3 

Mathematics including book- Household physics and 

keeping 5 household chemistry 5 

Biology 5 Homemaking subjects 10 

Homemaking subjects 5 or 

^ Homemaking 5 

Agriculture 5 



> 10 



English 4 

Algebra 5 

Biology 5 



^ *^ Ci^i1ir>«^*T/-l -r /^r-fi li-v^nt-c r* I 



A SUGGESTED COURSE IN AGRICULTURE FOR HIGH SCHOOLS OF 

AGRICULTURE 

First year ^week^ Second year '^week^ 

[ Ninth school year] Eufflisll . '\ 

Plane geometry 5 

Soils and fertilizers. . . 5 

T- , . ., and \ 10 

rarm mechanics.... c ) ^^ 

, -, Farm crops S 

and \ 7^ "^ -T^ 

Poultry husbandry. . 2I J 

Third year Fourth year 

English 3 English 3 

History 3 ] American history with 

Economics 2 [ civics 5 

or 1 Chemistry or physics 5 

History 5 j Farm management 5 

Animal husbandry in- 1 18 

eluding dairying 5 |> 10 

Fruit growing 5 J 

~78 



lO 



UNIVERSITY OF THE STATE OF NEW YORK 



A SUGGESTED COURSE IN 



First year 

English 

Algebra 

Biology 

Homemaking subjects 



Third year 

English 

Elementary bookkeeping. 

History 

Homemaking subjects lo 
or 

Homemaking 5 

Agriculture 5 



HOMEMAKING FOR HIGH SCHOOLS OF 
AGRICULTURE 

Hours a Second year Hours a 

week -^ week 

4 English 3 

5 Geometry 5 

5 Homemaking subjects 10 j 

Homemakmg 5 [ 

2ii Agriculture 5 J 

18 
Fourth year 

3 English 3 

3 American history with civics 5 

3 Chemistry or physics 5 

1 Homemaking subjects 5 



19 



Notes concerning the courses of study 

1 In arranging the course of study and the program of the 
teacher of agriculture, vocational pupils are the ones to be primarily 
considered. 

2 Only pupils following the course of study (in agricultural sub- 
jects) are considered in planning work for the class; that is, in the 
proposed course on page 9 all pupils in the class in poultry husbandry 
are supposed to be in the farm mechanics class and vice versa, or all 
pupils in the class in soils and fertilizers are also in the class in 
farm crops and vice versa. The work of these two years may 
alternate where there is but one teacher of agriculture in the school. 

3 Postgraduate pupils, pupils who intend to spend but one or 
two years in school, and those who are in school for a short time 
or for a part of each day, may, at the discretion of the principal 
and the teacher of agriculture, elect their work largely from the 
special agricultural subjects. 

4 Pupils registered in other departments should not be allowed 
to enter any class in agriculture unless the teacher of agriculture is 



SCHOOLS OF AGRICULTURE II 

fully satisfied that such pupils have had sufficient pvevious training 
to enable them to carry on the work in a satisfactory manner. Such 
pupils are the first to be eliminated in case the classes are too large. 

5 There must be provision for two weekly laboratory exercises 
of ninety minutes each in each class taught by the agriculture 
teacher. The school program for each semester must be definitely 
arranged for this and reported on blanks furnished by the Division 
of Vocational Schools. 

6 In all cases it is highly desirable that a general elementary 
course in agriculture should be taught in the seventh and eighth 
grades of all schools maintaining or preparing for a vocational 
course in agriculture in the high school. In small schools the sub- 
ject taught once in two years and open to pupils of both seventh 
and eighth grades has accomplished the purpose, which is to ofifer 
each pupil an opportunity to study this subject before entering the 
high school. 

HOME PROJECT WORK IN AGRICULTURE 

The school is but one of several educational institutions; the 
home and its occupational work contribute largely to the education 
of many children. The school, however, is the institution of formal 
and organized education while the others educate incidentally. 

Recent developments have radically modified the educational pos- 
sibilities of some of these institutions. Moreover, the rapid increase 
in the amount of knowledge in the possession of the human race 
along all lines of endeavor has made necessary an extension of 
organized education. This has resulted in greatly increased de- 
mands upon the schools. In some instances an attempt has been 
made to organize the home education and the school education as 
an effective unit. The home project is a partial expression of such 
an aim. 

Farming is becoming so complex that today it is almost impos- 
sible for a boy to secure at home sufficient training and knowledge 
of farming to give him a working education. Certainly the school 
alone would be no more efficient than the home alone. The ideal 
is to get these two institutions working in harmony. The first 
step in this direction is the presence in the school of a 
teacher who, both from theory and practice, knows the principles 
of good farming. This teacher should know the business of the 
immediate community in which he is working and particularly the 
conditions under which the boys of his classes are securing their 



12 UNIVERSITY OF THE STATE OF NEW YORK 

home training. It is expected that the special teachers of agricul- 
ture will get this information both by inquiry and by visiting the 
home farms. 

It is suggested that each teacher secure either a soil survey map 
or a geological survey map of the community which his school 
serves and locate upon it the home farm of each boy in the school 
who is doing any work in agriculture. The teacher should make, 
in the case of each boy in his classes, a survey, as it were, of the 
conditions for home education. 

The next step is the selection by the boy, with the advice of the 
teacher and the father, of a problem or problems to be worked out 
by him at home under the direction of the teacher of agriculture and 
with the cooperation of the father. In order that this work may be 
effective, it has been deemed best to make it an integral part of 
the formal and organized instruction carried on in the school. 
Each year's work in agriculture is to have as its conclusion a num- 
ber of individual or group projects which have grown out of the 
classroom instruction and previous experience of the pupils. No 
credit is to be given for any subject in agriculture until a satis- 
factory project for that year has been carried out by the pupil 
seeking such credit. While it is advisable and preferable to have 
the project carried on at the home of the pupil, it may be worked 
out on school land or elsewhere. 

Project study records. It is of the utmost importance that proj- 
ect study records be kept by each pupil. This record should include : 

1 Notes on all reference reading with the reference included. 

2 All plans, drawings etc. 

3 Results of laboratory experiments performed in relation to 
the project. 

4 Accurate accounts of all expenditures and receipts. Ele- 
mentary instruction in cost accounting should accompany the first 
project. 

Regents credit for projects. In cases where the project is of 
sufficient importance, additional credit may be given. If ad- 
ditional credit is desired the pupil's home project work for a year 
or part of a year, usually including a summer vacation, is to be 
summed up in a carefully written thesis which presents a com- 
plete discussion of the problem or experiment undertaken, the 
scientific facts and principles involved, and the practical results ac- 
complished. There are many of these problems which will arise in 
the discussion of the special subjects of agriculture. Construction 



SCHOOLS OF AGRICULTURE I3 

problems in farm mechanics, feeding problems in animal husbandry, 
spraying and pruning problems in fruit growing, etc. No definite 
number of credits can be assigned for any particular project until 
it is completed. 

Arrangements for project work. That this work may be thus 
carried on, it is necessary that the teacher of agriculture serve the 
community during the greater part of the entire year and especially 
during the summer. When the school is closed and formal in- 
struction ceases, it is expected that the teacher will devote his time 
to making effective this home instruction. It is hoped that by this 
means not only will the boys have an opportunity to make their 
home work effective, but also that the teacher may get a thorough 
knowledge of the business conditions of the community and make 
it reflect itself in the instruction in school during the following 
years. 

Furthermore, before a pupil is registered in agriculture there 
should be a definite understanding with the parents concerning op- 
portunity to do project work. Some days during the planting 
season it may mean absence from other classes to get the project 
properly under way. Formal class work in the agriculture subjects 
will gradually be replaced by the individual work on the projects. 
The diagram and accompanying explanation on the following pages 
will make clear the relation of the project to the class instruction. 
Explanation of diagram 

I J'ocational subjects. A department of agriculture is estab- 
lished in a high school with the assumption that nearly all pupils 
enrolling in the agricultural course have had some farm experi- 
ence. It is further assumed that each pupil has definitely decided 
upon farming as his vocation. These facts should be considered 
in determining the method of instruction. Previous and current 
farm experience supplemented by laboratory (including field) ex- 
perience should be the basis of the vocational work. During all 
the first and part of the second term of each year the time allotted 
in the schedule to vocational subjects should be used to give the 
pupils a good general knowledge of the particular subject studied. 
This instruction should include the best known practices and the 
science underlying them. Regular textbook assignments or read- 
ings should form a part of this work, but should always be re- 
lated to the laboratory, field or farm experiences of the pupils. 
This general study of the subject should be continued until about 
March ist when the amount of time given to it will vary inversely 
with the amount given to project work. 



14 



UNIVERSITY OF THE STATE OF NEW YORK 



• HIGH • SCHOOL- A6l2ICULTaGE: 



NOVJiT 




MAYiJr 



CZZD RECCErATION • 

^m NON -TECHNICAL. 5TUDIE:S 

nmD vocATionAL • ^ubJ'ecx- 
mm VOCATION Au • ^a b j &ct « 

PROFe55IOhAL- IMPROVE: - 
MErST- FOG- 1 M.3TR.UCTOR^ • 

HOME-PROJECT- WOCK • 



SCHOOLS OF AGRICULTURE 1 5 

2 Project ivoi'k (see page ii). At the beginning of each 
school year the teacher of agriculture should call the attention 
of pupils in his classes to the fact that before March ist each one 
is expected to have selected some project or problem along the 
line of one of the vocational subjects which he is to study that 
year. (Usually a pupil's first or second year project does not begin 
until April or May, but third and fourth year projects may begin 
at any time.) After March ist a part or all of the time set aside 
for laboratory and possibly some of the recitation time will be 
devoted to projects. Part of the time is spent in school reading 
references, drawing plans, constructing appliances, testing soil, or 
whatever else may be necessary in connection with a particular 
project. Some of the time is used at home to start and carry on 
the project properly. This work is essentially individual and there- 
fore requires much time and patience on the part of both parent 
and teacher. 

In extreme cases when the pupil is unable to carry on a proj- 
ect at home, because of distance or lack of room, arrangements 
may be made by the school authorities or others interested for him 
to carry on the work elsewhere. 

Group projects are sometimes worked out on school land or in a 
school plant. 

3 Nontechnical studies. Vocational pupils are to have not more 
than seven-twelfths of their work along nontechnical lines, that is, 
history, English, mathematics, and science. Vocational teachers in 
departments of agriculture in high schools are not to teach agri- 
cultural biology, agricultural chemistry, and agricultural physics as 
separate subjects but are to include the elements of such instruction 
as a part of the agricultural subjects in which any particular element 
naturally appears. Thus a pupil's first instruction in chemistry 
might be in a class in soils and fertilizers. Biology, physics and 
chemistry are then classed as nontechnical studies and vocational 
pupils together with pupils from other departments will study these 
subjects in classes taught by nonvocational teachers. 

4 Professional improvement for the instructor. If the teacher 
of agriculture is employed for the summer work he should also be 
retained for the spring vacation in case it occurs at a time when 
projects may be started. If a teacher is so retained, there is little 
time left for him in which to keep in touch with higher institutions. 
It is suggested that the teacher of agriculture be given a vacation 
extending from the beginning of the Christmas recess to the be- 



l6 UNIVERSITY OF THE STATE OF NEW YORK 

ginning of the second term of school, or the close of the January- 
Regents examinations. A part of this time should be spent by him 
in study. The vocational pupils during this period might well devote 
their time to the nontechnical subjects. 

SPECIAL PUPILS AND SHORT COURSES 

When possible, arrangements should be made to accommodate 
pupils who can attend school but a part of the year. If each sub- 
ject is divided into short units such pupils may be taken care of 
without interfering with the work of full-time pupils. These 
pupils especially should be encouraged to undertake home projects. 

SUMMER WORK OF TEACHER OF AGRICULTURE 

When a teacher is employed for the entire year it is necessary 
for the board of education or trustees to determine the educational 
services to be rendered by this teacher during the time the school 
is not open (the summer vacation). This plan is to be submitted to 
the Commissioner of Education. If the plan is approved and the 
work is satisfactorily done, additional apportionment will be made. 
The following suggestions will be of assistance to boards pf edu- 
cation in planning this work. 

1 The year should begin in September rather than in June or 
July. 

2 Plans for the summer work of the teacher and the detailed 
plans of the pupils' home project work must be submitted to the 
Division of Vocational Schools before May ist. 

3 Arrangements should be made concerning transportation for 
the teacher during the spring, summer and fall. It should be 
definitely understood whether he or the board is to provide means 
of transportation. 

4 The following are some phases of summer work suggested 
for the teacher of agriculture: (a) supervision of home proj- 
ect work carried on by boys who are enrolled in the school; 
(b) supervision of experiments or projects undertaken by boys 
or young men not in school but who may be interested : some of 
these boys may decide to enter school later; (c) collecting material 
for classroom and laboratory use the following year; (d) locating 
objective points and making arrangements for field trips to be 
taken the following year; (e) assisting local farmers to solve some 
of their troublesome problems when these farmers request such aid. 

Duplicate plans for home project work should be made, one to 



SCHOOLS OF AGRICULTURE 1 7 

be kept on file in the school records and extended as the work 
progresses, the other to be sent to the Division of Vocational 
Schools. Blanks for recording this work may be had on applica- 
tion to the Division of Vocational Schools. 

PROCEDURE IN ORGANIZING SCHOOLS OF AGRI- 
CULTURE, MECHANIC ARTS AND HOMEMAKING 

Preliminary to a more direct understanding with the Commis- 
sioner of Education the following suggestions are offered to per- 
sons interested in the establishment and maintenance of one or 
more courses of vocational instruction : 

1 Understand the purpose and requirements of vocational agri- 
culture. (See Bulletin 542.) 

2 Find out if the community is prepared to meet these require- 
ments, especially in regard to (a) cooperation of farmers; (b) 
number of pupils who have the consent and cooperation of parents 
in carrying on the work including home projects; (c) schoolroom 
and equipment for carrying on the work satisfactorily; (d) arrange- 
ments for the project work of pupils who do not live on farms. 

3 Secure a vote of the district to determine if the community 
wants the school. 

Whenever it is proposed to establish and maintain a school of 
agriculture, mechanic arts and homemaking in a union free school 
district or a common school district, the question must be sub- 
mitted to an annual or special district meeting. The resolution 
should be voted upon either by ballot or by taking and recording 
the ayes and noes. The resolution to be submitted at such meeting 
may be in the following form : 

„ , , ^, , f trustee or board of trustees of 1 , ,■>•.• ^ 
Resolved: That the i ^ , , , . , . , ) school district 

1 board of education of union free J 

no , town of county of , establish and maintain 

as a part of the public school system of such district a " school of agricul- 
ture, mechanic arts and homemaking " for the school year beginning Au- 
gust I, 19.., and provide the necessary equipment and instruction therefor. 

After the resolution is adopted, provision should be made in the 
annual tax budget for the raising of such sum as may be necessary 
to carry out the provisions of the resolution. 

4 Investigate the record of some man who is competent to teach 
agriculture. The qualifications of teachers on page 4 furnish 
an idea of what is required. Find out from the Division of Vo- 



1 8 UNIVERSITY OF THE STATE OF NEW YORK 

cational Schools whether his record of training and experience is 
adequate, 

5 Lay out the proposed course of study. 

6 Submit the course of study together with data secured in ac- 
cordance with (2) to the Commissioner of Education. 

Division of Vocational Schools 

As a division of the University, a special " Division of Voca- 
tional Schools " has been created charged with the general super- 
vision of vocational instruction and with the duty of gathering 
and making known all obtainable helpful information upon the 
subject. Whenever the establishment of any form of vocational 
instruction is contemplated in any locality in this State, applica- 
tion for preliminary advice and guidance should be freely made 
to the Chief of the Division of Vocational Schools. 



SCHOOLS OF AGRICULTURE I9 

GENERAL REFERENCE BOOKS RELATING TO AGRI- 
CULTURE AND RURAL LIFE 

Bailey, L. H. The State and the Farmer. New York. 1908. 

Macmillan. 

Contains an interesting chapter on the developing of applicable education. 

The author pleads for educational facilities for all people and for educa- 
tion that has significance for life work. 

The Training of Farmers. New York. 1909. Century. 

Deals chiefly with the part which farmers themselves must bear in 
improving educational and social conditions in rural life. 

Bricker, George A. Teaching Agriculture in the High School. 
New York. 1910. Macmillan. 
Gives some special attention to the pedagogy of the subject. 

Butterfield, K. L. Chapters in Rural Progress. University of 

Chicago Press. 

Presents some of the more significant phases of the rural problem. The 
outlook, agencies of progress and forward steps. 

Davis, B. M. Agricultural Education in the Public Schools. 

University of Chicago Press. 

"An efifort to canvass the whole field of agricultural education and to 
give a detailed exposition of the agencies that are now at work in building 
up a rational course of agricultural education." 

Davenport, Eugene, Education for Efficiency. Boston. 1909. 

Heath. 

Part I deals with general consideration in improving the efficiency of 
public school instruction. Part 2 discusses agricultural teaching in high 
schools, elementary schools and normal schools, with a chapter on the 
rational development of American agriculture. 

Fiske, George Walter. The Challenge of the Country. New York. 

1912. Association Press, 124 E. 28th st. 

A survey of the problems and opportunities of the country. Uses results 
of thirteenth United States census. A study of country life opportunity. 

Foght, H. W. The American Rural School. New York. Mac- 
millan. 

Organization, administration and supervision of rural schools. Training 
of rural school teachers. Buildings and furnishings. Nature study, school 
gardens, school clubs and libraries. 

Hunt, Thomas F. The Young Farmer. New York. 1912. 

Orange Judd Co. 

A general treatment of the business of farming. Some things every 
young farmer should know. 



20 UNIVERSITY OF THE STATE OF NEW YORK 

Kern, O. J. Among Country Schools. New York. 1906. Ginn. 
An extremely interesting and suggestive treatment of the problem of 
school and home decoration and their educational relationships. 

McDonald, W. Agriculture in America. New York. 1909, 

Knickerbocker Press. 

A general survey of the United States Department of Agriculture, the 
endowments of the land-grant colleges, farmers institutes, and agricultural 
instruction in Minnesota. 

Plunkett, Sir Horace. The Rural Life Problem of the United 

States. New York. 1911. Macmillan. 

An analysis of American rural life and economy. Suggestions concern- 
ing possible redirection. An explanation of the country life institute. 

Robinson, C. H. Agricultural Instruction in the Public High 
Schools of the United States. New York. 19 11. Teachers 
College, Columbia University. 
A statistical survey of agricultural schools, courses of study, etc. An 

examination of the present status of instruction in agriculture in our public 

high schools. 

Brown, H. A. The Readjustment of a. Rural High School to the 
Needs of the Community. U. S. Bureau of Education, Bulletin 
20. 1912. 

An account of the organization and equipment of a school of agriculture, 
mechanic arts and homemaking. Gives courses of study, lists of equipment 
and reference books. This bulletin should be read by every principal and 
teacher in the smaller high schools. 

Crocheron, B. H. A Very Real Country School. Worlds Work: 
23:318-26, January, 1912. 

An account of the establishment of a rural secondary school which meets 
the needs of the community. Gives a fair idea of some of the possibilities 
of such a school as well as some of the things expected of the teacher. 

Mutchler & Craig. A Course of Study for the Preparation of 
Rural School Teachers. U. S. Bureau of Education, Bulletin i. 
1912. 

Outlines subjects of nature study, elementary agriculture, sanitary science 
and applied chemistry. Gives a good outline for soil study. 



